WEEK XI-XIII

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					                   AFRICAN-AMERICAN & AFRICAN STUDIES

     GRADUATE SEMINAR – STUDY ABROAD TO SOUTHERN AFRICAN
                          AAAS 705.02
                    Lupenga Mphande, Instructor


Course Objective:
Not only is Southern Africa famous for its rich agricultural lands and minerals (copper,
gold, diamonds, chrome, uranium, zinc, etc.), it is also historically linked to the
Australopithecus fossils, and to the ancient civilizations of the Great Zimbabwe and
Thulamela (place of birth). It is the location of some of the world’s most important
ecological sites, such as the Victoria Falls, Kruger National Park, Cape Town nuclear
power plant, and the Kariba Dam. The region offers a unique example of the patterns of
human migration and European expansion/settlement in Africa, and is an interesting site
for the struggle for freedom and justice. In more recent history, the region has come to
the world’s attention because of the innovative conflict-and-resolution strategies it has
deployed in dealing with its past and building a unified national future. This course
explores the relationship between the events and conditions that surround the Southern
African countries with those of the rest of Africa and the African Diaspora so as to make
students appreciate the unique connectedness of the African historical landscape. The
aim of introducing American students to a single region of the African continent is to
enable them to attain an experience and appreciation of Africa's history and cultural
traditions through a broad range of social, cultural, ecological, political and historical
realities.

The course is an experiential component whose major focus will be a three-weeks guided
field trip at the end of the spring quarter to a sampling of important and representative
sites in the Southern African region already covered in the first part of the course. The
students will also explore the cultural and historical linkages of this African region and
the United States, such as the ANC sites linked to the NAACP, the Mahatma Gandhi
Center in Durban linked to the philosophy of passive resistance popularized by the Civil
Rights movement in the United States, and the Omhlanga Institute modeled on the
Booker T. Washington’s Tuskegee. In the sphere of global cultural understanding,
students will examine the communality and differences of contemporary global culture
and the quest for peace and harmony based on common culture traits. Students will also
visit African villages and study the cottage industries and the African extended family
system, particularly from a patriarchal Zulu aspect. Lectures, demonstrations, and group
discussion will be an integral part of the program, and through such engagements
students will be expected to develop a historical-cultural consciousness and awareness of
Africa's cultural aesthetics and heritage, and of its discourse and history. Students will be
encouraged to take notes on each site visited, and use such notes to keep an evening
journal that may be useful to them in their future life, and to help them lead the evening
groups discussions on the sites visited and people contacted that day, and reflect on the
relevant themes discussed with the guides and other personnel associated with the sites.
Each student will be required to lead at least one evening group discussion before the end
of the program.

The sites will be selected because of their situation within the history and politics of their
time, and its reflections of the general social context of African life. Each site, therefore,
will help the students to explore the eternal and dominant themes in the African
experience. AAAS 705.01 is a prerequisite for this course.

Students are expected to consult the AAAS 705.01 reading list to help them with their
final project.

1.0    Supplementary Course Reading List

       The struggle is my life                        -Nelson Mandela
       Learning from Roben Island                     -Govan Mbeki

1.1    Study Abroad Program Outline

WEEK XI-XIII
                            Study Abroad Program: (AAAS 505.02)
At the end of the AAAS 705.02 course those students who successfully apply will be
taken on a three-week guided field trip to a range of sites in Southern Africa under the
International Studies Special 697. Sites of cultural, ecological, and historical importance
in Southern Africa will be selected from the following:

       *Bulawayo: cattle ranching, cottage industries, patterns of Ndebele settlements,
       National University of Science and Technology, Matobo Hills and Cecil Rhodes
       grave, Mzilikazi Art Galley, Bulawayo Home Industries Workshop (weaving and
       needlework), Hlwange National Park, Chipanga Wildlife Orphanage
       (sanctuary for injured, orphaned or abandoned wildlife and world renowned
       research and conservation of endangered species), etc. (2 days)

       *Cape Town: Khoi-San villages, site of the first Dutch settlement, Cape of Good
       Hope Nature Reserve, Seal Island, Table Mountain, District Six (site of the first
       base of the Commercial and Industrial Workers Union (ICU), Roben Island
       (where Nelson Mandela spent most of his prison life), Cape Malay Quarter (site
       of first Asian slaves to South Africa), Constantia, the Wine Country and its
       wine-cottage industries, nuclear energy and the environment, Khayelisha Black
       Township, South African Museum, South African Government Buildings
       (including parliament), Cecil Rhodes Monument and legacy, etc. (duration: 3
       days)

       *Chobe Game Park: World-renowned game park, animal sanctuary and wildlife
       conservation and research of endangered species center. A variety of birds and
       antelopes inhabit the delta (1 days)




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*Durban and the Natal region: University of Natal, sugar cane fields and sugar
cane-based cottage industries, Mahatma Gandhi Peace Center and settlement,
rural financing and development centers, Shaka statue at Dukuza, Shakaland and
Zulu historical sites, Ohlanga Institute founded by the ANC founder, John Dube
and modeled on Tuskegee, etc., Valley of a Thousand Hills: Isithuba: a
traditional Zulu village, guest are greeted with traditional Zulu hospitality and
etiquette and entertained by dancing and singing – two communal activities in
which Zulu men and women love to participate. The talent of Zulu artists and
craftspeople are well applied to traditional artifacts like woodcarving and pottery,
and fascinating bead work with great aesthetic appeal where colors have different
meanings, interaction with kids in a rural elementary school. (3 days)

*Fort Hare: University of Fort Hare (Nelson Mandela’s alma mater), archives of
South African liberation movements, Lovedale Mission: one of the first mission
stations in the region (1/2 day)

*Harare: Amon Shonge Gallery (weaving cooperative), Chipungu Village
(display of Shona sculpture, dances and traditional healing), Mbare Market (one
of the largest urban markets in Africa), rural-urban contrast, University of
Syracuse Study Abroad Center, the legacy of Cecil Rhodes, etc. (1 days)

*Hluhluwe: the oldest game reserves in Africa and among the oldest in the world,
outstanding achievement in wildlife conservation management, contains an
excellent example of pristine thornveld in its wildest area and the “Big Five” –
lion, elephant, buffalo, rhino and leopard (1 day).

*Johannesburg: the Market Theatre and sites of urban culture, Hector Petersen
Memorial, various sites of resistance to apartheid in Soweto Black Township,
Gold Reef center (an old gold mine where student witness how gold is extracted
and processed), Apartheid Museum (site documenting the liberation struggle),
Southern Africa commercial center, sites of pollution and environmental racism,
Pretoria Union Buildings and Colin Baker’s architectural work, presidential
residence, the Rose gardens, Vooltrekker Monument, Human Rights Center,
etc. (2 days)

*Kariba: largest man-made lake in Africa, the environment, and conservation
measures (1 day)

*Liphofung Cave: “place of the eland,” a large overhang in the Clarens
sandstone originally used by the San and other Stone Age people, contains
important rock art and rich archaeological deposit of Stone Age implements (1/2
day)

*Mabvingo: The Great Zimbabwe (walled residence and evidence of ancient
African civilization and a United Nations World Heritage site), patterns of Shona
settlements, rural agriculture and cottage industries (1 day)



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       *Mapungubwe: (evidence of ancient African civilization in South Africa, earlier
       than the Great Zimbabwe), rural agriculture and cottage industries (1/2 day)

       *Maseru: Many attractive sites in the city of Maseru, including the Basotho Hat
       building that houses the principal handicrafts center in Maseru, the Catholic
       Cathedral of Our Lady of Victories, and the papal Pavilion – a memento of the
       Pope’s visit to the kingdom. Matsieng: Site of present Royal Summer palace of
       King Letsie III’s village capital – an attractive building in a fine setting.
        (1 days)

       *Sani Pass: well known entry point to Lesotho from KwaZulu-Natal with
       spectacular scenes of the Drankensberg Escarpment and South Africa’s Golden
       Gate National Park (1/2 day)

       *Thaba-Bosiu: the great national monument - a flat-topped hill that was used by
       King Moshoeshoe I as his citadel when establishing the Lesotho nation. On top of
       the hill are the King’s dwellings and villages, together with the royal cemetery of
       Lesotho (1/2 day)

       *Thulamela: “place of birth,” an archaeological hilltop site on the Limpopo
       Valley on the South Africa-Zimbabwe border, citadel structure, royal graves and
       evidence of ancient African civilization inhabited from about the 13th to the 16th
       centuries. An industrial base as well as intricate foreign trade and diplomatic
       relations: gold bracelets, smelted hoes, harpoons to hunt hippo, royal gongs from
       West Africa, pieces of porcelain from the Ming dynasty in China, and beads from
       India (1/2 day)

       *Victoria Falls - United Nations Heritage site (one of the seven wonders of the
       ancient world), tropical rainforest, cataracts, The local people call it “Masi wo
       Thunya,” the water that thunders. Dr. David Livingstone’s statue, variety of bird
       and plants, Victoria Falls Bridge: evidence of Cecil Rhodes’ dream of a “Cape-
       to-Cairo” railroad across the Zambezi River constructed in such a way that the
       falls mist falls over the rail trucks so as to enable the passengers to experience the
       falls! Traditional Living Village (depicting traditional African life), example of
       environment and conservation measures, etc., *Chief Mukuni’s Village is very
       large and interspaced by a variety of trees (such as the baobab), with its own
       clinic, school, market, and a maize (corn) mill, the chieftaincy was original based
       on a matrilineal social system which still allows women to maneuver for political
       power in an obviously contest gender discourse (2 days)

A sample of themes to guide the study program and group discussions:

       1. Students will be introduced to the economic, geographical, historical and
       cultural background to the Southern Africa, and discuss how people deal with
       their environment and overcome constraints?



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       2. Colonization in Southern Africa, and African response to European penetration:
       Portuguese explorers, the ransacking of Zimbabwe, Dutch Cape settlement, the
       Congo and the scramble for Southern Africa, and the empire builders (German,
       British, Cecil Rhodes, King Leopold of Belgium, the assimilation policy, etc.).
       What was the nature of the encounter between Africa and Europe?

       3. The post-colonial society in Africa is a legacy of the colonial structure left
       behind by colonizers, with all its exploitative and corrosive effects on African
       traditions, women, and workers. What are the current ideologies of the post-
       colonial state in Africa and what are the changes in social structure in Southern
       Africa?

       4. The coming of European colonists and missionaries to Africa, and the
       divisions, tension and conflicts they create among the indigenous African
       population. After interacting with people of Southern Africa, what are the major
       confrontations between Traditionalists versus Modernists, particularly as it relates
       to education and development, women and economic/political power, and
       traditional practices of circumcision and polygamy?

       5. Southern African economy is based on population mobilization for cheap slave
       labor for global capital (i.e., agriculture industry, mining industry – gold,
       diamond, copper, hydro-electric projects, etc.). What are the consequences of this
       type of urbanization, and is its impact on demography, housing, the family and
       culture?

       6. The end of apartheid in South Africa signaled the launching of major
       transformations in that society. What are the major landmarks in the social,
       cultural and political transformations that you have witnessed during your visit to
       South Africa, and what are the most significant areas of resistance to change?
       What does the future of South Africa hold, particularly in the areas of democracy,
       conflict resolution, racial reconciliation, education, poverty and economic
       empowerment?

       7. In your visit to some of the Southern Africa countries of Botswana, Lesotho,
       South Africa, Zambia, Zimbabwe, etc., what evidence of Southern African
       Development Community (SADC) regional integration have you notice, and
       what is the politico-economic future of the sub-continent?

Evaluation:
Participation in the program’s events and fireside group discussions will be worth 25
points of the final grade. During the fireside discussions students will be expected to
make observations on the sites they have visited and the people they have interacted with
that day, ask questions and/or make comments on their experiences and general progress
of the program, and reflect on the group dynamics. All students participating on the study
abroad program to Southern Africa will be required to keep field notes to use for writing



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a journal on their contacts and experiences which is to be updated every evening
throughout the program, and which will be worth 25 points. This journal will be collected
three days before the end of the program and graded for its accuracy on sites/places
visited, depth of themes discussed, substance and level of interaction with the local
people, level of reflections on the themes discussed and sites visited, and the program’s
overall impact of on the students’ experiences and intellectual development judged from
the maturity of the journal entries. Two weeks after the trip students will be required to
submit a twenty-five-page paper based on perspectives gained from field observations,
and which may be a revision and extension of their AAAS 705.01 term paper. The aim of
this exercise is to enable the student to display his/her critical skills, appreciation of the
particular topic and appropriate essay writing skills acquired on the course. Essay
assignments should reflect a critical discussion of the topic and appraisal of the
library/field sources consulted, and will be worth 50 points.

       Evaluation:
       Student’s journal of their experiences       25
       Group discussions and participation          25
       Study Program project (25 pages)             50
                      _________________________________
                              Total                 100
                      _________________________________

Academic Misconduct:
It is the responsibility of the Committee of the Academic Misconduct to investigate or
establish procedures for the investigation of all reported cases of student academic
misconduct. The term “academic misconduct” includes all forms of student academic
misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism
and dishonest practices in connection with examination. Instructors shall report all
instances of alleged academic misconduct to the committee. For additional information,
see the Code of Student Conduct (http://studentaffairs.osu.edu/info_for_students/csc.asp)

Disability Services:
Students with disability that have been certified by the Office of Disability Services will
be appropriately accommodated, and should inform the instructor as soon as possible of
their needs. The Office of Disability Services is located in 150 Pomerene Hall, 1760 Neil
Avenue, telephone 292-3307, TDD 292-0901; http://www.ods.ohio-state.edu/




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